中小学教师对差异教学的认知与实施研究OA
A Study on Primary and Secondary School Teachers'Cognition and Implementation of Differentiated Instruction
教师对差异教学的认知是影响其教学实践的关键因素.本研究以问卷调查为主,访谈为辅的方法对西部地区12 省(市、自治区)的2548 名中小学教师进行调查,结果表明:(1)教师对差异教学的认知与实施整体情况良好;(2)培训显著提升教师对差异教学的认知和实施水平;(3)教师对差异教学的认知对其实施具有显著正向预测作用(分别解释了实施教学内容变异量的58.4%、教学过程变异量的59%、教学结果变异量的53.1%和教学评价变异量的51.4%).因此,未来应通过认知升级、培训革新与教学重构来助推西部地区中小学差异教学的发展.
Teachers'understanding of differentiated instruction serves as a crucial determinant influencing their teach-ing practices.This study employed a mixed-methods approach,combining questionnaire surveys(N=2,548)with follow-up interviews,to investigate primary and secondary school teachers across twelve western provinces(munici-palities and autonomous regions).Key findings reveal that:(1)Teachers demonstrated generally sound awareness and implementation of differentiated instruction;(2)Professional training significantly enhanced both cognitive un-derstanding and practical implementation levels(p＜0.01);(3)Teachers'cognitive grasp positively predicted im-plementation effectiveness,accounting for 58.4%of variance in instructional content adaptation,59%in teaching process modification,53.1%in learning outcome differentiation,and 51.4%in assessment variation.Therefore,through cognitive upgrading,training innovation and teaching reconstruction,the development of differentiated in-struction in primary and secondary schools in the western region will be promoted.
陈婷;楚怡晴;张淑
西南大学基础教育研究中心,重庆 400715||西南大学教育学部,重庆 400715西南大学教育学部,重庆 400715西南大学教育学部,重庆 400715
社会科学
西部地区中小学教师差异教学教师认知教学实施
western regionprimary and secondary school teachersdifferentiated instructionteacher cognitionin-structional implementation
《教师教育研究》 2026 (2)
98-105,8
重庆市教育科学规划2022年度规划一般课题"基于差异教育的中学课堂教学评价研究"(课题批准号:K22YG110507)重庆市教育科学规划2023年度一般课题"面向拔尖创新人才培养的中学差异教育研究"(课题批准号:K23YG1100048)
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